SFS British School Oct. 2012 1 Assessment for 21st

Century Learning

BRITISH SCHOOL - ASSESSMENT FOR 21st CENTURY 9:45 – 11:15am REQUEST: Assessment for 21st Century Learning Talking points:

Define assessment

Define our meaning of 21st century

Examine types of learning

Explore which aspects of assessment we need the most work on DEFINING ASSESSMENT

ASSESSMENT IS…

Fundamentally…

DEFINING ‘21st CENTURY’: Does it mean:

1. New types of learning?

2. Greater emphasis on particular skills/content/understandings?

3. New models of gathering evidence?

4. New models for evaluating?

5. New models for feedback to learners?

6. New models for recording evidence?

7. New models for reporting?

SFS British School Oct. 2012 2 Assessment for 21st

Century Learning

TYPES of LEARNING

‘UNDERSTANDINGS’

An understanding is:

TRANS-DISCIPLINARY UNDERSTANDINGS SUBJECT-SPECIFIC UNDERSTANDINGS

Knowledge of the past and its trends can help explain current events.

Human beings have important traits in common yet differ from one another

Critical readers question the text, consider various perspectives and look for author’s bias in order to think, live and act differently.

Manipulation of rhythm creates musical patterns.

Numbers represent quantities.

Societies have formal processes to make laws and to reforms laws.

Scientists construct and use models to generate knowledge and to advance understanding.

SKILLS

A skill is:

TRANS-DISCIPLINARY SKILLS SUBJECT-SPECIFIC SKILLS

Work effectively with others Solve problems Conduct research Listen actively Write for a purpose Access and analyze information Lead Think critically

Sing music written in two parts Use a microscope Analyze literature Pass a ball Read a geographical map

DISPOSITIONS

A disposition is….

EXAMPLES

Trustworthy Kind Polite Responsible Independent Concerned for others A risk-taker adaptable Adaptable Curious A initiator Entrepreneurial Imaginative

CONTENT KNOWLEDGE/FACTS

Knowledge/facts are

EXAMPLES

Describe patterns of trade from ancient times to present List the basic needs of living organisms and describe Know the relative location of, size of, and distances between places.

SFS British School Oct. 2012 3 Assessment for 21st

Century Learning

21st CENTURY LEARNING…AS DEFINED BY THINK TANKS Examples….

1. Solve a problem in a team 2. Persevere 3. Access and Analyze information 4. Engage in ‘systems-thinking 5. Be adaptable, flexible 6. Innovate

HOW DO WE BEST ASSESS THESE?

SOME POTENTIAL ‘SHIFTS’

Shift the value re high stakes ( e.g. do we care enough about these to value them as highly as academic outcomes?

Accept that evidence collected formatively (during learning) will form the largest body of evidence.

Ongoing training for all teachers/leaders to learn how to better TEACH these so we do not run the risk of only judging without teaching

Better utilize technology in the whole assessment process HOW DO WE BEST ASSESS DISPOSITIONS?

Select a disposition that is valued at your school. Select an age group to work with.

Make a list of the habitual behaviors associated with that disposition.

SFS British School Oct. 2012 4 Assessment for 21st

Century Learning

MIDDLE SCHOOL COPING WITH COMPLEXITY RUBRIC (INTEL)

4 3 2 1

Seeking Challenges

I seek out challenging problems because I learn from them. Working on difficult tasks gives me pleasure and satisfaction.

I usually like to work on challenging problems because I feel good when I solve them.

I can work on challenging problems if I have a lot of direction and help.

I get frustrated and want to quit when I work on challenging problems.

Using Strategies

When I have to solve a really confusing problem, I know some strategies that will help me start and keep going.

When I have to solve a really confusing problem, I know how to start.

Usually when I have to solve a really confusing problem, I do not know what to do, and I have to ask someone to tell me how to start and how to keep going.

I will not try to solve a problem if I do not have directions on how to do it.

Analysis On my own, I can break a big problem into smaller parts and work on the pieces in the best order to complete the task efficiently and well.

I can break a big problem into smaller parts and work on the pieces in a logical order.

With help, I can break a problem into smaller parts and work on the pieces.

I am usually overwhelmed by complex problems and cannot figure out where to start.

Persistence If I do not get an answer right away, I just try a different strategy.

I continue to work enthusiastically on meaningful problems even when I know that they may not have simple, correct answers.

I keep working when I do not get an answer right away.

I work hard on meaningful problems even when I know that they may not have simple, correct answers.

With encouragement, I can continue working if I do not get an answer right away.

I have difficulty working on meaningful problems unless I know they have a right answer.

If I do not get an answer right away, I get frustrated and often quit working. I will not work on meaningful problems that do not have a right answer.

Concentration I can quickly and easily switch from doing one kind of a thing to another without losing track of what I am doing.

I can concentrate on one thing even if there are a lot of other things going on around me.

I can switch back and forth between doing two different things without losing track of what I am doing.

I can concentrate on one thing when there are other things going on.

I get confused if I have to work on more than one thing at a time. I get distracted when there are lots of things going on, and it is hard for me to concentrate.

I cannot work on more than one thing at a time. I can only work when it is really quiet and I have no distractions.

SFS British School Oct. 2012 5 Assessment for 21st

Century Learning

DISPOSITIONS RUBRIC Needs Attention Approaching Habitual Exemplary Need Attention Approaching Habitual Exemplary

Thinkers

You usually ask the teacher instead of thinking independently

You do some thinking before asking the teacher

You often think independently, sometimes needing teacher direction

You think carefully before speaking or acting

Principled

You have difficulty being honest, fair and true to yourself and others

You need to be reminded to be honest, fair and true to yourself and others

You are generally honest, fair and true to your self and others

You are consistently honest, fair and true to self and others

Inquirers

You seldom ask questions to initiate your own learning

You hesitate to ask questions and questions are not always specific to topic

You frequently ask questions that are usually relevant to topic

You ask logical and thought provoking questions relevant to topic

Caring

You seldom thinks about how others feels

You are beginning to be aware of how others feel

You acknowledges the feelings of others and express concern

You consistently show empathy towards others

Communicators

You have difficulty with basic communication

You are beginning to communicate ideas

You communicate well

You communicate ideas creatively

Well-

balanced

You demonstrates a limited range of interests

You are increasing your range of interests with adult encouragement

You sometimes initiate and participate to increase variety of interests

You consistently initiate and participate in various new experiences

Risk Takers

You are reluctant to try new experiences without teacher encouragement

You hesitate before beginning new experiences independently

You demonstrate positive attitude when trying new experiences or activities

You are enthusiastic about new experiences and challenges

Reflective

You usually focuses only on task completion

You reflects on major topics or skills only

You are beginning to recognise importance of details and self assesses

You cognitively think and self evaluate daily situations and experiences

Knowledgeable

You show a limited knowledge base and prior experiences

You show knowledge on only selected interests

You are knowledgeable about a variety of interests

You are enthusiastic and knowledgeable about a wide range of interests

Open-minded

You focus on your own ideas and opinions

With encouragement begins to understand another person’s perspective

You acknowledge the rights and opinions of others

You independently see a situation from another view point

SFS British School Oct. 2012 6 Assessment for 21st

Century Learning

CREATIVITY AND INNOVATION Excerpted from Assessing Outcomes and Improving Achievement: Tips & tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 Association of American Colleges and Universities

SELF- DIRECTION Catalina Foothills School

Trait Novice Basic Proficient Advanced

Goal Setting

You lack strategies to set personal goals and rarely participate in goal setting. Teacher usually sets goals for You.

You have difficulty using strategies in the goal-setting process without on-going teacher assistance.

You apply strategies to set meaningful goals, seeking minimal assistance.

You independently utilize strategies to set quality goals which are above expectations.

Focus

You are unfocused and consistently off task during the learning process.

You require frequent redirection to focus on the learning process.

You occasionally need redirection to focus on the learning process.

You independently maintain focus and persevere during the learning process.

Self-Instruction

You lack strategies to learn, rarely engage in problem solving or seeking help.

You applies strategies and problem-solves with frequent teacher assistance, sometimes seeking inappropriate help.

You applies strategies and problem-solves with occasional teacher/appropriate assistance.

You apply strategies independently for self-instruction, solving problems and seeking appropriate help only if necessary.

Self-monitoring

You rarely monitor learning progress and consistently require teacher guidance.

You monitor learning progress with frequent teacher intervention.

You monitor learning progress and self-corrects with occasional teacher guidance.

You monitor learning progress, self-correcting as needed.

Effective Use of Resources

You rarely use resources effectively and needs consistent teacher guidance.

You frequently require teacher guidance to select and use resources effectively.

You select and use resources with minimal teacher guidance.

You independently identify and effectively use relevant resources.

Self-Evaluation and Reflection

You rarely reflect upon learning without teacher prompting to identify strengths and weaknesses, use feedback, and modify work.

You frequently requires teacher prompting to reflect upon learning, identify strengths and weaknesses, use feedback, and modify work.

You occasionally reflect upon learning independently, identifying strengths and weaknesses, using feedback, and modifying work.

You independently reflect upon learning, identifying strengths and weaknesses, using feedback and modifying work accordingly.

SFS British School Oct. 2012 7 Assessment for 21st

Century Learning

EXAMPLES OF ASSESSMENT PRACTICES CONSISTENT WITH 21st CENTURY LEARNING Home work never an assessment. On-going ( formative assessment)